The idea of "resiliency" (successful development of children despite stressful childhoods) is related to ideas of gifted education. Three publications addressing the idea of resiliency are reviewed. (DB)

Acceleration may be an effective intervention in some cases of underachievement by gifted students. Lack of challenge is the primary indicator for consideration of accelerative options. Acceleration is not appropriate for all gifted students, and an adjustment period is common in successful acceleration. Brief case studies illustrate acceleration…

Argues that current definitions of giftedness are inappropriate for the identification of gifted and talented Indian students, and that tribal peoples must generate new, culturally relevant definitions, including abilities related to oral tradition. Describes a successful summer program that identified necessary value-based cultural competencies…

This paper examines cognitive capacities and dispositional characteristics that contribute to creative problem solving, including relationship generation skills, expertise, adaptability, and wisdom. The paper argues that programs for gifted and talented students should develop the beliefs, values, and motives that will encourage students to apply…

The literature seminar format meets the needs of gifted students for intellectual challenges, complex curricular experiences, creative research and writing activities, and stimulating interactions. Three seminars conducted in the English curriculum at a special school for gifted students are described: "Dickens and the Industrial…

Variability of prevalence data for the category of gifted and talented is examined, with respect to two alternative explanations: (1) definitional differences; and (2) differences in the application of definitions. Analysis of state definitions of giftedness and guidelines for student identification found this category to be no less, if not more,…

This article looks at the role of metacognition in various current theoretical conceptions of giftedness and reviews studies linking metacognition to giftedness. It is concluded that theoretical and research support exists for the importance of metacognition in giftedness but that major unresolved issues still persist and should be investigated.…

Elementary teachers (n=9) saw giftedness as having the common characteristic of creativity. However, in nominating students to gifted programs, teachers focused on classroom performance more than creativity. Thus, their observations more closely matched official definitions rather than their personal concepts, and they had not worked to align the…

This article presents the results of a survey of elementary teachers (n=22) who used cluster grouping of gifted students within regular classrooms. Findings indicated general acceptance of clustering and that gifted students benefited from this provision. (DB)

As part of the first phase of a longitudinal study, interviews were conducted with nine high school seniors who had demonstrated high creative productivity while participating in an elementary Talented and Gifted program. Commonly experienced were a desire for creative outlets in high school, difficult junior high years, and constancy of…

This article proposes and describes a differentiated-integrated (D-I) approach to serving gifted students who are dyslexic or otherwise at risk. This interdisciplinary intervention focuses on motivating students, assessing and teaching basic and accelerated skills, and increasing generalization via applied and integrated activities. (DB)

This retrospective look at 14 years of working with gifted adolescents elaborates on 4 prominent and prevalent issues: those who are often socially isolated from their peers; fear for their future and the world's future at a higher level than would be expected for their age; get bored in typical academic settings; and seek "existential relief"…

This article describes a current pilot program of the Albuquerque (New Mexico) schools for twice exceptional students (i.e., gifted students with learning disabilities, behavior disorders, and/or communication disorders) in grades 9 through 12. Three program components will be implemented over the next three years: (1) transition plan, (2)…

This qualitative study of 12 succeeding high ability college students found a diverse series of strategies used by the students. Critical factors in student success included participation in a university program for students with learning disabilities and support by a learning disability specialist who helped students by providing learning and…

This article offers a theoretical framework of the parenting role as applied to the unique needs and characteristics of gifted adolescents. In addition, a theory of parental modeling of interdependence is presented. Composite examples are made from informal observations of parents who have been successful in promoting the growth of their highly…